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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 341 to 350 of 2117 (0.101 seconds)Spelling suggestions: "subject:"computerassisted instruction."" "subject:"computer.assisted instruction.""
| 341 |
System for computer-aided instruction in astronomyMahgoub Mohamed, Hussam-Eldin January 1976 (has links)
No description available.
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| 342 |
Attention skills and response to a computer-based literacy interventionDeault, Louise C. January 2007 (has links)
No description available.
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| 343 |
A kindergarten intervention study comparing rime and phoneme based programs and their effects on early literacy through computer literacy software : ABRACADABRAComaskey, Erin M. January 2006 (has links)
No description available.
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| 344 |
The effects of various conditions of adjunctive interactive computer-assisted testing on final examination performance /Hausman, Joshua. January 1978 (has links)
No description available.
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| 345 |
The effects of two modes of presentation of a computer assisted learning environment on students' performance and locus of control /Donnelly, Deborah. January 1980 (has links)
No description available.
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| 346 |
The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade StudentsMcNeely, Melanie 01 January 2014 (has links)
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000 reading program did not close the achievement gap any more than the non-Achieve 3000 reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
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| 347 |
Design and planning in the development of computer-based instructionFournier, Hélène January 1994 (has links)
No description available.
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| 348 |
Factors impacting faculty implementatin of educational technologies within teaching/learning exchanges /Flood, R. Warren January 2002 (has links)
No description available.
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| 349 |
A descriptive study of two teachers' use of technology in a Midwestern high school German program /Schultz, Peter A. January 2002 (has links)
No description available.
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| 350 |
Levels of questioning and forms of feedback : instructional factors in courseware design /Merrill, John Austin January 1985 (has links)
No description available.
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